Exploring the Impact of GeoGebra on Mathematical Proficiency and Inductive Reasoning Ability in Geometry Students of MSU N – Integrated Developmental School

Abstract

The study aimed to compare the effectiveness of two teaching strategies, one utilizing GeoGebra and the other employing traditional manual drawing tools in the guided discovery activities. A two-group experimental design with a pretest and posttest was used, along with a perception survey as qualitative support. The study was conducted over one grading period, involving a population of 120 Grade 9 students from Mindanao State University at Naawan-Integrated Developmental School. Data were collected through questionnaires and inductive reasoning activity worksheets developed by the teacher, which underwent rigorous reliability and validity testing. The Wilcoxon two-sample paired test results revealed a significant increase in scores from the pretest to the posttest for both the GeoGebra and the Conventional groups. However, the Mann-Whitney U-test and the independent t-Test indicated no significant difference between the two groups' performances in Mathematics proficiency and inductive reasoning activities, respectively. Furthermore, results of the perception survey showed highly positive perceptions of students on using GeoGebra, perceiving it to have enhanced their inductive reasoning ability. Overall, these findings suggest that using GeoGebra is equally effective as using manual drawing implements, having found no significant difference in performance between the two groups. Given these results and the positive review of students on the use of GeoGebra, it is recommended that the software's use be integrated into mathematics instruction.